|Formative Assessment:(What is the evidence that students met the goal? How will you measure and what tool(s) will you use to collect the data?) Day One (week 1): History of Human Trafficking· The students will be put into groups and assigned a country. They will work in these groups to study the history of Human Trafficking in that particular country, and how it has had any type of effect on America. The students will be able to access the internet and use research books that have been pulled from the library for the students about the history of this topic. When they are done researching the students will create a list of at least 7 and no more than 10 very important events that happened in the country’s history to have in result in Human Trafficking. Days Two to Four (week 1): Health Issues and Sex Slaves· The students will be divided up into two groups and come up with arguments to either agree or disagree with the statement, “the mental and physical health effects of sex slavery are permanent. Days four to twelve (week 2 and week 3) “Sold”: |
· Journal entries
· Journal entries will be graded based on:
o daily completion
o thoughtful reflective content
o evidence of having read two discussion questions
o exist slip entry of the discussion previous
· Video Clip will be graded based on a rubric that outlines:
o accuracy of scenes from book whether appropriate for school creativity Days twelve to sixteen (week 3 and week 4): Sex Slave Interventions and Preventions · Students will participate in a research project pertaining to preventions and interventions of Sex Slavery. Students will break down one specific intervention chosen by their group members. They will research the intervention and break it down in order to educate the class about it. In their groups, they will also work together to develop their own prevention to make a difference in the Sex Slave Industry. ~*~Possible Organizations & Projects:~*~· OSCE · Government Actions· International Lawo Palermo Convention· Council of Europe
o Convention against Transnational Organized Crime
· United Kingdom
· United States Law
· Human Rights Organizations
· Arizona League to End Regional Trafficking
· Coalition to Abolish Slavery and Trafficking (CAST)
· Chab Dai, ("joining hands" in Khmer)
· Transitions Global
· The SOLD Project
· Alliance Anti Traffic (AAT)
· Every Child Ministries
· Somaly Man Foundation
· Red-light Children Campaign
· Not For Sale Campaign
· Polaris Project
· Tiny Stars
· Shared Hope International
· Made By Survivors
· KARDS Counter Trafficking In Persons Initiative(CTIPI)
· ZOE Children's Homes
|Method of Data Collection: Day One (week 1): History of Human Trafficking· The teacher will collect the students’ work and grade them accordinglyo This part of the project will be out of ten pointso 10 Facts = 10/10 points o 9 Facts = 9/10 pointso 8 Facts = 8/10 pointso 7 Facts = 7/10 pointso 6 Facts or less = 0/10 points Days Two to Four (week 1): Health Issues and Sex Slaves· Checklists· Observations· Class discussions · Think-pair-share· Quiz Days four to twelve (week 2 and week 3) “Sold”:· Journals will be collected and graded by a checklist· Participation will be necessary during discussions.· Monitoring and active listening Days twelve to sixteen (week 3 and week 4): Sex Slave Interventions and Preventions · Class discussions· Checklists for research |
· Rubric for projects
|SUMMATIVE ASSESSMENT (if appropriate) Day One (week 1): History of Human Trafficking· As a summative assessment, the students will gather the information they have learned from their research about the history in their particular country to design and construct a power point. They will make slides that contain pictures and the important events that have happened in that country’s history to have them become a part of Human Trafficking. The students will present their power points to the class, and all of the other students will have to take notes on every country’s events.· This part of the project is the rest of the 100 points, making the power point presentation worth 90 points. o The students will be graded on”o Presentation/Creativity = 30ptso Accuracy of Events = 40ptso Enthusiasm/ Effectiveness = 20ptso Fact paper = 10ptso Total = 100 pts Days four to twelve (week 2 and week 3) “Sold”: |
· At the end of the book there will be a class project:
o This project will be a video project where students will form groups and act out scenes from the book. I will be checking for accuracy and of course each scene must be school appropriate. Days twelve to sixteen (week 3 and week 4): Sex Slave Interventions and Preventions · Students will create their own organization or project with their group that will work to intervene in the Sex Slave Industry. This organization will provide information to the public about the current issue of sex slaves and ways in which we as students can make a difference and help.
· Students will write a one page personal paper individually critiquing one intervention of Sex Slavery that is in place at this time. In this paper they will also predict possible ways for improvement of the faults of this intervention.
Hook/Anticipatory Set: (How you will introduce the lesson) Day One (week 1): History of Human Trafficking· To start of the first day of the unit on the History of Human trafficking, the students will be shown a very powerful and controversial picture that has been used by advocates who are trying to raise the awareness of Human Trafficking came up with. They will brainstorm as a class as to what the picture means and stands for. They will then watch the clip from YouTube.com to get their attention for the lesson. Days Two to Four (week 1): Health Issues and Sex Slaves
· To start of the Health Issues portion of the unit, the teacher will begin by showing the students a YouTube video about sex slaves and the students will write in their journal for 3 minutes about how the life of the person being enslaved is affected.
o VIDEO PART 1: http://www.youtube.com/watch?v=tG89oL_keVs
o VIDEO PART 2: http://www.youtube.com/watch?v=vyIpOCeYSIw&NR=1 Days four to twelve (week 2 and week 3) “Sold”:
· Show the students video clip http://www.youtube.com/watch?v=ytlDtf-AXTE This video clip gives a brief overview of the book and really makes the book seem interesting. I think it will spark curiosity. Days twelve to sixteen (week 3 and week 4): Sex Slave Interventions and Preventions
· To start of the next section of the unit on Sex Slave Interventions and Preventions, the students will watch a YouTube Video that is a clip from Good Morning America called “Sex Slavery In America”. After watching the video, the students will stop and write down ways in which this specific girl tried to get out of the Sex Slave Industry and what her fears were.
|Instructional Sequence: Describe in detail the teacher and student activities. Include a script that includes the levels of cognitive taxonomy. Include a variety of instructional elements and methodologies. Provide enough detail so that a substitute teacher could teach the lesson without difficulty. Day One (week 1): History of Human Trafficking· To introduce the lesson and to capture the students attention, the teacher will first how a controversial picture on the overhead that advocates use to raise the awareness of Human Trafficking. · They will brainstorm as a class as to what the picture means and what it stands for. Once they have finished brainstorming as a class, the teacher will show the clip YouTube.com. When the clip is over, the students will write for five minutes as to what events in history they believe caused Human Trafficking to begin and why our society is somewhat accepting of their terrible problem. · The teacher will collect their writing samples and strategically place the students into groups in which they will be assigned a particular country that they have to research. The students will research the history of Human Trafficking in that country and how it affects America’s problem with Human Trafficking.· After the students have finished their research, they have to write at least seven and no more than ten events that happened in that country’s history to contribute to where it is at today with Human trafficking. · The students will turn in their write up to the teacher and they can begin, as a group, to work on their power point presentations. · As a group they will construct a power point on the main facts they had found throughout their research and how those events have affected Human Trafficking today in that country and in America.· They will expand on these events and write at least four sentences on each event about what that event was and how it contributed to the emergence of Human Trafficking.· The other groups of students who are not presenting will be taking notes on the other country’s history of Human Trafficking. Days Two to Four (week 1): Health Issues and Sex Slaves· The teacher will do a quick review with the students about the history of sex slaves and will then go into the effects sex slavery has on the actual slaves. · The teacher will explain that sex slaves often suffer from physical and mental health issues during and after being enslaved. o Some of the physical health issues that sex slaves experience are:§ Pregnancy-some sex slaves get pregnant by their captor. In some cases, the captor beats the woman to cause a miscarriage or to encourage the woman to get an abortion. § Scars and bruising-The sex slaves are beaten and tortured which causes bruising and scarring. Also, some captors may use electric shock to torture the sex slave, which also causes scarring.§ Sexually Transmitted Diseases-Sex slaves are often forced to have unprotected sex which leads to the transmittal of STDs. § Underweight-Sex slaves lose a lot of weight, enough to actually put them in the danger zone of being underweight. This is because they do not have access to as much food as they need or as often as they need. In some cases, the sex slave is too traumatized to eat. · The teacher will then explain that being a sex slave also has severe mental health side effects as well, such as:o Post Traumatic Stress Disorder-PTSD is caused by any overwhelming life experience. It occurs especially when the situation is unexpected or uncontrollable, as in sex slavery. People that suffer from PTSD remain in psychological shock from their trauma. o Low Self Esteem/Suicide-Low self esteem is caused from all the verbal and physical abuse that occurs while being enslaved, and in some cases the sex slave gets so low that they take their life. o Depression-The events that occur while being a sex slave cause people to become depressed. Depression causes a person to feel sad, empty, and lifeless.o Guarded/Angry-If sex slaves are rescued, they have a lot of anger built up and wonder ‘Why me?’ This anger is often taken out on those closest to them. Also, the sex slave becomes guarded and untrusting towards others.· After going over this material, discuss the options these victims have to get help:o Talking to a professional, seeing a doctor, talk to family and/or friends, etc. · The teacher will break the class into groups of 3-4 students. These students will talk about what they just learned and what they think/feel about this topic. They will be given 5-7 minutes for discussion, and then each group will report to the class· The class will be divided into two groups and form a debate. One side’s view is that, despite all of the mental and physical health issues a sex slave can suffer, he or she can resolve their issues and move forward with their life. Days four to twelve (week 2 and week 3) “Sold”:· Instructional Input & Modeling: o As the students are reading for each chapter, I want a paragraph journal entry. I want thoughts and feelings about the characters, the situation and the concept of sex slaves. Also two discussion based questions for each journal entry. (To be done for homework). · Student Engagement/Practice:o The students will have small group discussions and decide on one question to ask during whole group discussion. This can be a selected amongst the questions each student generated or ideas may be combined to form a new question. We will discuss these questions as a whole class in an open debate style. I encourage students to use the text to express thoughts, feelings and support their opinion. o If time the students can open up to more questions from the groups. |
Days twelve to sixteen (week 3 and week 4): Sex Slave Interventions and Preventions · Day Four (1st day of Sex Slave Intervention and Preventions part of the unit)· The teacher will first begin this lesson by having the students watch the You Tube Video· After the students have watched the video, the teacher will discuss reactions that they students had from the clip about the girl.o What did it make you feel and why?o “Angry” – How can we make a difference!!· After discussing the feelings and emotions that the students had, the teacher and the class will next brainstorm a list of possible interventions the students feel may already be in place to help those affected by the Sex Slave Industry.· The teacher will then give a short lecture on interventions that currently exists to try and help decrease the participation in this horrible act. The teacher will discuss that there are many different interventions taking place all across the world to try to end human trafficking with varying degrees of success. The lecture will also discuss how things have been done to stop this problem. o Government policies o international associations o nongovernmental organizations o projects · The students will next vote for what intervention students like best. The class will vote to create a top pick five of interventions, associations, and projects they want to learn more about when discussing Human Trafficking. Students will then vote individually and then divide into their designated groups. · Day Five and Six · Students will do a research project for the next two days about their chosen association or project. After they feel comfortable with their research they will create a project that will help them teach there intervention to the class. They may do a power point, a poster, a game etc. · Day Seven· The students will present their interventions to the class. The students, who are not presenting at the time, will take notes on the presentations. They will be required to write the name of the association or project, what it stands for, what they have done to help Human Trafficking decrease, and whether or not they agree and why.· After all the presentations are completed, the students will then come up with their own class organization or project that they can create to help the global problem of Human Trafficking. · The class will designate jobs and roles for each of the class members in order to create their new and unique organization.· Day Eight · The students will work collaboratively; making sure each and every student in the class has a role and participates, to create an association to help make a difference in the Human Trafficking problem. · *This will lead us in to our service learning activity*
Wrap-up: How you will close the unit
Students will complete a one to two page reflection on the experience they had raising money and promoting awareness about Sex Slaves. Students will include at least one paragraph about the emotional experience they had, how this unit changed or kept their opinion the same, at least three facts that they have learned during the unit about sex slaves, and any changes they would have made in the process of raising awareness.
|Differentiation Grid: as it pertains to your setting. Identify individual students or groups of students (i.e. students with mild disabilities, emotional disturbance, low literacy...) that require differentiation.|
|Student/Student(s)||Content(what you will teach)||Process(how you will teach)||Product/Assessment(what students will create)|
· Sex Slave History
· Health issues associated with Sex Slaves
· Literature Connection
· Intervention/ Preventions
· Service Learning
Students will have guided reading questions to answer while reading.
Students will be given a list of websites to research that will be kid friendly and on their reading levels
The students will participate in the same assessments throughout the unit.
|· Sex Slave History· Health issues associated with Sex Slaves· Literature Connection· Intervention/ Preventions· Service Learning||Students will use a book on tape for the novel “Sold”. Novel may be read in other languages (if possible) Use of pictures for disease and health issues to further promote understanding |
Students will be given a list of appropriate scenes to choose from to complete their video project.
|· Sex Slave History· Health issues associated with Sex Slaves· Literature Connection· Intervention/ Preventions· Service Learning||Students will be given frequent breaks. Students will be given guided reading questions for literature. Students will be allowed to help a peer when breaks are necessary. |
Students will be given a list of appropriate scenes to choose from to complete their video project.
|· Sex Slave History· Health issues associated with Sex Slaves· Literature Connection· Intervention/ Preventions· Service Learning||Students can be assigned leadership roles for small group discussion in literature. Students will lead in the debates. Students will be the leader researching organizations to help Sex Slaves .|
Students will create their own story to present in their video project, as long as it follows the same format and content as sold.
Gifted students will create a website for the class organization in an attempt to continue to raise awareness and make a difference in the Sex Slave Industry over time.